Ricky Jones gets up at 6 o'clock in the morning. He goes jogging and is interviewed about his daily routine. He works as a chef and owns a trendy restaurant in London. He cooks organic food for rich and famous clients. He buys fresh food from British farmers daily and goes to his restaurant at 3 o'clock. His employees arrive at half past three and the restaurant opens at 6 o'clock.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
PACKAGING OF CERELS , SNACKS AND CONFECTIONARYKavitha M
Plastic packaging is the wide area of plastic industry.It is very useful for our daily life. packaging must safely protect and deliver a product from the manufacturer to the consumer.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. /s/ ˃ writes, helps, eats, speaks, kicks, laughs
………………………………………………………………………....….
/IZ/ ˃ dances, waiches, closes, changes, loses, brush
……………………………………………………………..……………….
/z/ ˃ rides, drives, begins, knows
………………………………………………………………….………….
Affirmative I sing, He/she/Itsings,We/You/They sing
Negative I don’t sing, He/she/Itdoesn’tsing,We/You/They don’tsing
Interrogative Do I sing?, Does He/she/Itsing?,DoWe/You/They sing?
Short Answers
Yes,Ido. Yes,He/she/Itdoes.
No, He/she/Itdoesn’t.
Yes,We/You/They do.
No, We/You/They don’t.No,I don’t.
Spelling: 𝟑 𝒓𝒅 personsingular Use
● Most Verbstake –s inthe third personsingular. We use the presentsimple for:
I forget– he forgets,Iclimb – sheclimbs
● Verbs endingin–ss, -sh, -ch,-x or –o, take –es. ● daily routines.
I miss – hemisses, I push – he pushes, He catches the schoolbut
I catch – he catches,I fix – he fixes,I do – he does at 7:30 every morning.
● Verbs endingina consonant + y, drop the –y and take
-ies. Icry – he cries
● Verbs endinginavowel + y take –s only. ● habits.
I buy – he buys she surfstheNet
in the evening.
Pronunciation
-s/-esinthe thirdpersonsingularispronounced:
● /s/withverbsendingin/f/,/k/,/p/or/t/sounds.
knit– knits ● permanentstates.
● /IZ/withverbsendingin/s/,/ʃ /,/tʃ/,/dӡ / or /z/ Matt livesinLondon.
sounds.Touch – touches He sellscars.
● /z/ withverbsendinginall othersounds.
read – reads
● general truths or laws
ofnature.
The sunsetsin the west.
Time expressions used with the present simple:
always, usually, etc, on Mondays/Tuesdays, etc, in the
morning/afternoon/evening, every day/week, etc, at
night/ the weekend, etc.
Write the third personsingular of
the verbsbelow.
1 play plays
2 mix mixes
3 match matches
4 drink drinks
5 finish finishes
6 kiss kisses
7 pay pays
8 go goes
9 wash washes
10 try tries
1
Write the thirdpersonsingularof the verbsinthe
box,as inthe example.Then read the verbs alou
● write ● dance ● ride ● drive ● watch
● eat ● begin ● close ● speak ● change
● lose ● laugh ● brush ● know
2. Complete the email. Use the present simple. Felix Smith is 12 years old. He’s in the living
room now. Look at the picture, then complete
the questions. Answer them.
1 Does Felixlike playingchess? ˃Yes, he does.
2 Does Felixhave a cat? No,he doesn’t
3 Does Felix like wearing hats? Yes, he does.
4 Do Felix’ssisterslike watchingTV? Yes,they
do.
5 Does Felix’smother like reading? Yes, she does.
6 Do Felix’sparentswear glasses? No,theydon’t.
7 Does Felix’sgrandmother like drinking tea?
Yes,she does.
8 Does Felix’sdad have blondhair? No,he doesn’t.
Fill indo,does,don’tordoesn’t.
1 A: Do you like learningforeignlangusges?
B: Yes,I do.
2 A: Do you go on holiday to Spain everyyear?
B: Yes,we do.
3 A: Do you do your shoppingon Thursdays?
B: No, we don’t. we do it on Saturdays.
4 A: Why Does Chloe look sad?
B: I don’t know.
5 A: Do they live in York?
B: No, they don’t.
6 A: Does your father drive to work everyday?
B: No, he doesn’t.
4
3 5
Put the words inthe correct orderto form
questions.Then,answer them.
1 do/watch/you/TV/in the evenings ?
Do you watch TV in the evenings?
Yes, I do./No,Idon’t.Ido my homework.
2 your/mother/drive/does/car/a?
Doesyourmotherdrive a car ?
yes,she does/No,she doesn’tshe takesthe but.
3 you/do/singinglessons/take?
Do youtake singing lessons ?
yes,Ido /No,I don’tI take English lessons .
4 your grandparents/do/with/your family/live?
Do yourgrandparents live withyourfamily?
yes,theydo/No,theydon’tTheylive intheir
ownhouse.
5 your/father/speak/does/German?
Doesyourfatherspeak German?
yes,he does/No,he doesn’tHe speak Spanish.
6
New Message X□─
To :
Cc :
Subject:
Hi Pierre,
I’mWilliam,yournewpenfriend.I’m13 yearsold
and I 1) live (live) inLondon,Englang.My
favourite sportiscricket.I 2) play .
(play) cricket everydayafterschool withmybest
friendTommy.We are both on ourschool cricket
team. We 3) don’twin . (not/
win) manygames,butwe still 4) have .
(have) lots of fun.
I’ve gotan oldersister.Hername isMaddy.She
5) doesn’t like . (not/like) cricketbut
she 6) comes . (come) towatch out
games sometimes.
What aboutyou? 7) Do you play .
(you/play) any sports?
Write back soon,
William
3. ดูเฉลยในส่วนท้าย
(KeytoSpeakingActivities)
Imagine one of you isa newspaperinterviewinga
famous person.In pairs answer questionsabout:
time/getup
morning/afternoon/eveningactivities
free time activities
A: What time doyou getup?
B: I get upat 6 o’clock.
A: Do yougo jogginginthe morning?
B: Yes,I do.
Writing ดูเฉลยในส่วนท้าย
(KeytoSpeakingActivities)
Use your partner’s answers form the activity to write
about the famous dailyroutine.
Ricky Jonesgetsup at6 o’clockin the
He goesjogging …
Speaking
a) Put the verbsinbracketsintothe present
simple7
Joe Cianni 1) is (be) a famouschef.He
2) owns (own) a trendy restaurant
in London where he 3) cooks
(cook) food for the rich and famous.He
4) serves (serve) only organic food
and he 5) buys (buy) fresh food
from British farmers every day. Joe
6) goes (go) to his restaurant
at 3 o’clock every day. He
7) has (have) 15 employees
and they 8) arrive (arrive)
at half past three. The restaurant
9) opens (open) at 6 o’clock. Joe
10) works (work) seven days a
week and he 11) finishes (finish)
late every day. But he still 12) tries
(try) to find time to see his friends. He
13) meets (meet) them every
Saturday night after work and they
14) go (go) out to clubs.
b) Imagine you are interviewingJoe Cianni.In pairs,
ask and answerquestion,as in the example.
1 you/cook food for the rich and famous?
A: Do you cookfood forthe rich and famous?
B: Yes, I do.
2 you/buy/food from the supermarket?
A: Do you buy food from the supermarket?
B: No,I don’t.I buy food from British farmers.
3 you/go/to your restaurant at 4 o’clockevery day?
A: Do you go to your restaurantat 4 o’clockeveryday?
B: No, I don’t.I go to my restaurantat 3 o’clockeveryday.
4 your restaurant/open at half past five?
A: Does your restaurant open at half past five?
B: No, itdoesn’t.It open at 6 o’clock.
5 your employees/arrive at half past two?
A: Do your employees arrive at half past two?
B: No, they don’t. They arrive at half past three.
6 you/work at the weekend?
A: Do you work at the weekend?
B: Yes, I do.
7 you/finishwork early everyday?
A: Do you finishworkearlyeveryday?
B: No, I don’t.I finishworklate everyday?
8 you/see your friendsat the weekend?
A: Do yousee yourfriendsatthe weekend?
B: Yes,I do.
Complete the sentencesinorder to
statementstrue. Use don’t/dosen’t
necessary.
1 Waterfreezes (freeze) at0°C.
2 Penguins live (live) inthe
3 Orange trees don’tgrow (grow)
the North Pole.
4 milk comes (come)
5 InEngland,people don’tdrive (drive)
on the right.
6 The sun doesn’trise (rise)
7 Horses don’tlay (lay)
8 The Moon moves (move) round
9 Cats like (like)
10 Rectangles don’thave (have)
8